Course Catalogue - Quest University Canada
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Course Catalogue
Course Catalogue / 1
This catalogue is for promotional purpose and doesn’t
represent the list of active courses in any given year at
Quest. While the catalogue does include our curriculum
requirements and program details, it may show courses
that were offered in the past and may or may not be
offered in the future.
TABLE OF CONTENTS
TERM CALENDAR /2
REQUIREMENTS /4
ARTS & HUMANITIES /7
Foundation Humanities /7
Concentration Humanities /11
Languages /17
INTERDISCIPLINARY COURSES /20
LIFE SCIENCES /25 15
Life Science Foundations /27
Life Science Concentrations /28
MATHEMATICS /37
Mathematics Foundations /37
Mathematics Concentrations /38
PHYSICAL SCIENCES /41
Physical Sciences Foundations /41
Physical Sciences Concentrations /42
SOCIAL SCIENCES /47
Social Sciences Foundations /47
Social Sciences Concentrations /48
Course Catalogue / 2
WELCOME REQUIREMENTS
Quest University seeks to reinvent higher education through an intensely student-centred
COURSE OPTIONS
approach and a groundbreaking curriculum. We have no lecture halls, majors, or departments.
We offer a single degree, the Bachelor of Arts and Sciences, based on an interdisciplinary Any course listed with an X in the course code (e.g., MAT 20XX) indicates that students may choose
one of several offerings. Appropriate courses that meet the Foundation requirement must follow the
curriculum. We use the Block Plan: students take one course at a time, meeting every
course formula provided in the above table (e.g. MAT 2003 or MAT 2004 would meet the Mathematics
weekday for 3.5 weeks. At Quest, students play a central role in designing their education. requirement, but MAT 2200 or MAT 3000 would not).
Our curriculum—designed to optimize active and organic learning across the liberal arts and
PREREQUISITES
sciences—consists of two parts.
Quantitative Skills Strands which are prerequisites for Foundation courses are indicated with circles. The
Starting with our signature Cornerstone course, the two-year Foundation Program has four strands are NUMBER, GRAPHS, ALGEBRA and MEASUREMENT. Students who have not
students explore a broad range of subjects across the liberal arts and sciences. These 16 demonstrated proficiency in the prerequisite strand(s) prior to the start of the course will be denied entry
courses guide students through timeless and contemporary questions, and foster curiosity, into the course.
skills and knowledge. Please note that for HUM 21XX, 22XX, 23XX and MAT 20XX, some options may have a Q Skills pre-
requisite, but most options do not. Please consult individual course descriptions in this Catalogue for
Students then transition to the Concentration program, the last two years at Quest, where details.
they create their own path via a self-constructed Question. Under the guidance of a faculty
mentor, students take 6-8 Concentration courses based on their Question; engage in 1-4 Foundation Program POLICIES
Experiential Learning courses, which are often off-campus; select at least 3 Electives; and
Please note the following policies regarding the Foundation Program:
complete their Keystone, a major work that can take different forms—from research papers to
art installations, and from screenplays to policy proposals and more. • During their first year, students may take at most one Concentration-level course (course starting with
a 3 or 4 number).
This unconventional intellectual journey produces deeply valuable outcomes. The Quest
• Students may take no more than four Concentration-level courses before completing the
curriculum ensures that students develop understanding and skills in critical thinking,
Foundation Program.
communication, integration/breadth, international perspectives, research, and ethics.
• All Foundation courses must be completed by the end of the third year of full-time study.
Students achieve this through commitment, passion, resilience and hard work. We ask that our
students begin to take ownership of their learning right from the start—for example requiring
students to demonstrate a basic set of quantitative reasoning skills (“Q skills”) before taking
many of our Foundation courses so their experiences of those courses can be rich and deep.
(We advise that new students begin preparing for this in advance of arriving at Quest.) From
there, students grow in the kinds of questions they ask, discussions they have, perspectives
they hold, and ideas they can form at Quest and beyond.
We believe your Quest journey will be a fruitful one, and that this document will provide you
with a basic map to help you plan your route. Best of luck in your intellectual adventures at
Quest University!
3 / Course Catalogue Course Catalogue / 4
HERE'S HOW NICOLE BUILT HER PERSONALIZED QUEST DEGREE
Build Your Degree
FOCUS COURSES ELECTIVES
The Cold War Creative Writing
Colonialism Studio Art
THE FOUNDATION PROGRAM IN DETAIL Foreign Policy and the Time Travel
Middle East Anthropology
Political Identity and Conservation of
The first two years of your degree consist of Conflict Migratory Species
16 courses, a multidisciplinary curriculum Postwar Europe
CORNERSTONE RHETORIC that spans the liberal arts and sciences, Quest for Antarctica
tackling themes from the classic to the KEYSTONE
Security Studies
contemporary. Toward the end of your Poles of Contention:
second year, you will write your personalized War, Conflict, and History
Polar Governance as a
Question, developed with faculty guidance in War, Film, and History Path Towards Peace
a dedicated course called Question.
three Core courses EXPERIENTIAL LEARNING WHAT SHE'S DOING NOW
three Life Sciences Summer internship with Nicole is pursuing a
one Mathematics HOMETOWN: Calgary, Alberta the Calgary Military Family master's in International
two Physical Sciences QUESTION: How can we build peace? Resource Centre Relations from the
three Social Sciences prestigious London School
QUESTION three Arts & Humanities of Economics and
one Language Political Science.
NO MATTER HOW
YOU BUILD YOUR
DEGREE, HERE ARE THE
THE CONCENTRATION PROGRAM IN DETAIL TRANSFERABLE SKILLS
YOU'LL TAKE WITH YOU. quantitative and
qualitative analysis
In the Concentration Program, you design
your own academic path while working with
a Faculty Mentor. Inspired by your Question, self-direction critical thinking
you’ll pursue what you’re most passionate
about, taking 16 courses that include Electives
and Experiential Learning along with your
Focus courses. You’ll cap your undergraduate
ethical
education with a Keystone project, which you interdisciplinary understanding
will present during your Keystone course. problem solving
TRANSFERABLE SKILLS
at least six Focus courses
one to four Experiential Learning
three to five Electives collaboration
communication
Keystone
KEYSTONE
global perspectives research
5 / Course Catalogue Course Catalogue / 6
ARTS & HUMANITIES
HUM 2115 HUM 2123
TEXTS: TRUTH, BEAUTY, AND GOODNESS TEXTS: ONE HUNDRED YEARS OF SOLITUDE
In this course, we shall investigate three central philosophical This course will take as its centre Gabriel García Márquez’s
questions: What is truth? What is beauty? What is goodness? Perhaps masterwork, One Hundred Years of Solitude (1967). While we will
FOUNDATION: ARTS & HUMANITIES surprisingly, there are clear and concise (if complex) answers to each consider the historical context of both the novel’s production and the
of these questions. We shall approach these questions by studying events behind the narration, the focus of the course will be on a close
two of the greatest philosophical works ever written: Plato’s Republic, reading of the novel, so that we may appreciate its style, narrative
To fulfill the requirements of the Foundation Program in the Arts and Humanities, students must complete the following courses:
and Aristotle’s Nicomachean Ethics. Since this is a Texts course, we techniques and resources (myth; magical realism). The saga of the
will focus on the close reading, articulation and evaluation of logical Buendía family offers the reader not only a glimpse at the cyclical
• Texts (HUM 21XX) arguments. nature of (Latin American) history, but also at one of the richest
• Scholarship (HUM 22XX) narrative worlds of the twentieth century.
• Culture (HUM 23XX)
HUM 2118
TEXTS: THE QUESTION OF BEING HUM 2201
In TEXTS courses, students learn strategies for close-reading, and examine the rules that particular kinds of texts follow. SCHOLARSHIP courses
Martin Heidegger’s academic career begins with an attempt to
SCHOLARSHIP: DEATH OF THE AUTHOR
take as their focus debates that are of interest in the humanities, and developing skills to take part in these debates. CULTURE courses are about
“recover” the “Question of Being,” the question of how we understand Roland Barthes wrote that “the birth of the reader must be at the
how works of literature, films, music, photography, et cetera, are embedded in and reflective of “webs of significance that [we ourselves] have
(and what we understand as) the Being of beings. Throughout the cost of the death of the author.” This provocative statement expresses
spun” (Weber).
latter part of his life, this question took many forms, among which one possible approach to the interpretation of texts. How do we
were attempts to understand truth, art, technology and place in construct meaning from a literary text? Who decides what constitutes
For each of these, students may choose one of several options. Please note that additional offerings may be available at the time of registration. a fundamental way, and to articulate the extent to which we can a correct interpretation? Is the author the authority? Must we know
Consult Self-Serve for a list of current offerings. grasp such things only via language as the basis of our knowing. anything about an author (and, by extension, the context of the
Inextricable from this academic work is Heidegger’s involvement with author’s production) to understand and appreciate a literary text?
While students may take these courses in any order, the Division of Arts and Humanities recommends thatstudents take a Texts or Culture Nazism and the Nazi Party in Germany leading up to and during WWII, While structuralist and deconstructionist literary critics might revel
course before taking a course in Scholarship. which remains necessarily problematic and cannot be overlooked. in the freedom of the text from its author, other equally compelling
In the context of this course, we will approach the highly complex approaches depend on a continued attention to the author and his or
philosophical works of this complicated historical figure, both as the her circumstances of production. In this course, we will study the work
objects of our close reading and to determine what close reading is at of several theorists, including Barthes, Foucault, Derrida, Jakobson,
FOUNDATION HUMANITIES root. This will perhaps permit us to determine whether an approach
such as Heidegger’s is valuable for understanding of the way we relate
Irigaray and Spivak. We will also explore and practice interpretive
approaches through short stories and novels that themselves call into
to, and interact with, what we find in the world. question the role of the author.
HUM 2119 HUM 2202
HUM 2101 on campus in intensive preparation of five Shakespeare plays; for the
third week, we travel to the Shakespeare Festival Theater in Ashland, TEXTS: THE BOOK OF BEASTS SCHOLARSHIP: CHINESE FILM AND
TEXTS: DANTE’S COMMEDIA TRANSNATIONALISM
Oregon to see them performed live: Richard II, Hamlet, The Winter’s From werewolves and unicorns to falcons and hounds, this course
This course uses Dante’s masterpiece, the Commedia (also known as Tale, Twelfth Night, and Timon of Athens. These plays cover the entire investigates the symbolic use of animals in medieval texts and images. What is film? What is Chinese film? What is the relationship between
the Divine Comedy), composed of Inferno, Purgatorio and Paradiso, to range of Shakespearean drama: comedy, tragedy, romance and history. In the European Middle Ages, the natural world was seen as a great national film and transnational cultural flows in Chinese and global
introduce students to fundamental techniques in literary analysis. We We go backstage and talk to designers and actors. Students learn book that could be “read” to reveal hidden lessons about morality and contexts? This humanities foundation course centres around these
begin the course with a close reading of Inferno, seeking to understand how to read Shakespearean drama with an eye to developing their behaviour. In other words, medieval people studied animals to learn three questions to guide students through the interdisciplinary field of
the ways in which texts, and especially poetry, create meaning and own interpretations: What are the most important themes of a play? about themselves. The ways that writers interpreted and used these film studies, film theory and film scholarship. You will learn to become
beauty. We then turn to Purgatorio, aiming to place the text within a If you were a director, how would you stage it? How do you evaluate a symbols, however, varied tremendously based on the social/historical a film scholar in this class by examining the texture of films (form,
historical context, specifically the invention of the idea of purgatory performance? For fun, we will also attend a few contemporary dramas. context and the genre of the text in question. Throughout the Block, we style, narrative and genre); tracing important political and aesthetic
in the High Middle Ages. We then read Paradisio through the lens of An approximate $500 field trip fee applies for food and lodging. You will study the use of animal symbols in several different literary and movements in 20th century Chinese history and Chinese film history;
textual influence, investigating Dante’s relationship to his sources. The will not be considered fully registered until you have paid the non- sub-literary genres including bestiaries and encyclopedias, hunting discussing the most influential critical writings and philosophies about
course ends with a brief look at ways in which The Divine Comedy has refundable deposit; you will be dropped from the class one week from treatises written by medieval kings and dukes, a romance written film; and engaging in-depth with critical discourses of nationalism and
affected modern understandings of the afterlife. the time you register on self-serve if you fail to deposit. by one of the earliest female writers in the European tradition, and transnationalism about Chinese film.
historic cookbooks. You’ll also develop the skills you need to begin
reading Middle English from manuscript sources and decipher a simple
HUM 2103 HUM 2114 HUM 2203
medieval text in its original form.
TEXTS: POETS AND PHILOSOPHERS TEXTS: UTOPIA/DYSTOPIA SCHOLARSHIP: PHENOMENON OF MUSIC
This course takes as its subject the greatest poem ever composed ANTI-REQUISITE: SCHOLARSHIP: UTOPIA/DYSTOPIA HUM 2121 ANTI-REQUISITE: DIMENSIONS OF MUSIC
(Homer’s Iliad) and the greatest philosophical dialogue ever written TEXTS: BLACK SONIC TEXTS AND AFROFUTURISM
In this course, we shall learn to closely read and analyze works in the The main question for this course is: What is the phenomenon of music,
(Plato’s Republic). We will come to understand why John Keats, upon genres of utopia and dystopia. Texts exploring alternative visions of Black sonic texts are synonymous with global popular culture. Often and what can examining it tell us about music, ourselves and society?
first discovering the Iliad, felt that he had discovered “a new planet.” human political and social possibilities are as old as Plato’s Republic, these texts are expressed through music: from the earliest strands In this course, students engage contested ideas of what music and
And we will learn why Plato’s Republic continues to exert tremendous but more such have been created in the past century than in the of the blues, rock ’n’ roll and jazz, to the omnipresent flow of a hip- musical experience is through examining and participating in different
influence on philosophers, literary critics and political theorists, two preceding 2,000 years put together. We will examine the nature, purpose hop emcee, black sonic texts, in their lyrical and rhythmic richness, approaches to the scholarship of musical experience. Issues examined
thousand years after it was written. The questions that guide this and persuasiveness of various utopian and dystopian writings from have marked the globalisation of blackness—and the blackness of include: the roles of historical ideas such as genius in our experience
course are: How does Plato (and perhaps Socrates) make space for last century. Complete works drawn from the vast literature depicting cultural globalisation. In this course, we will turn to twentieth century of music today, the role of culture in musical experience, linkages
new ideas through the genre of philosophical dialogue? Why have the imaginary societies will be read, and the ideas, means and processes black sonic texts, reading two novels—Ralph Ellison’s Invisible Man, between music and emotions, biological investigations of musical
Republic and the Iliad exhibited such lasting power? How do Homer and used by the authors of those works will be analyzed and discussed and Ishmael Reed’s Mumbo Jumbo—and one work of theoretical experience, musical performance, the relationship of musical analysis
Plato recommend that we guide our lives, and why should we listen? to encourage students to develop their own understanding of what sonic fiction, Kodwo Eshun’s More Brilliant Than The Sun. Alongside and experience, how music in commodity form affects experience, and
constitutes a convincing utopia or dystopia and why. these works, we will listen to, and learn to closely read and analyse, the phenomenology of music.
Afrodiasporic film, music video, graffiti and musical genres from the
HUM 2105 period: blues, jazz, rock ’n’ roll, dub, funk, soul, hip-hop and black
TEXTS: INTRODUCTION TO SHAKESPEARE electronic music (Detroit techno, Chicago house, UK jungle). We will
This field course takes up the problem of literary interpretation as it contextualise our close readings by exploring theories and analyses
applies to theatrical performance. For live theatre, directors, actors of Afrofuturism that seek to explicate these sonic texts in respect to
and designers must ensure every line, every gesture, every costume, themes of race, science fiction, posthumanism and the black radical
every set, every light—in short, everything the audience will see and imaginary.
hear—conforms to a consistent interpretation. We spend two weeks
7 / Course Catalogue Course Catalogue / 8
HUM 2206 to perfect the human race, making a utopia for some, a dystopia for modernity. In this course, using the methods of cultural and social HUM 2312
SCHOLARSHIP: THE SCIENTIFIC REVOLUTION others. We will likewise turn to contemporary post-humanist theory that history, we examine the complex cultures of these modern cities. We CULTURE: ROMANTICISM
PREREQUISITE: ALGEBRA Q-SKILL questions the boundaries between human, animal and machine, and to look at the hopes that cities engendered in their populations – and
Romanticism—a late 18th- and early 19th-century movement in the
scholarship that posits the overhuman (übermensch) and transhuman, examine the deep fears that the growth of cities provoked. What new
There was no such thing as the Scientific Revolution, and this is a be it through the will-to-power, eugenics, cyborg enhancements or pleasures did they provide? What new dangers did they create? And, arts—continues to shape Western culture in profound ways. Many of
course about it. This claim, borrowed from the opening of Steven bio-engineering. Throughout the seminar, we will turn to science throughout the course, we seek to understand how the city helped our current views (e.g., the role of art, the sanctity of the natural world,
Shapin’s The Scientific Revolution, highlights a central tension in the fiction texts, television and films as our speculative guides to imagining make modernity. the importance of the individual and individual identity, the merit of
history of science. Historians of science often reject the view that there alternative (post)humanisms, ending with a reflection on the science competing political systems) have their roots in Romanticism. We will
was an abrupt shift in the practice of science, or even that anything like fictional utopias and dystopias that haunt the project of the human race. begin by examining Romanticism both as a reaction against, and an
a unified science existed to be revolutionized in the first place. On the HUM 2302 outgrowth from, the Enlightenment of the 18th century. We examine
other hand, the modern sciences seem distinctive enough as to require CULTURE: THE FABRIC OF REALITY works of literature, music and painting by some of the most important
their own history, and the period from about 1500-1700 is still seen as HUM 2214 ANTI-REQUISITE: FATE AND VIRTUE figures of the nineteenth century, including Goethe, Beethoven and
crucial to that history. In this course, we explore the question of whether SCHOLARSHIP: WAR, CONFLICT, AND HISTORY In this course, we will study a work of the first and greatest poet
Turner.
there was a Scientific Revolution, and, if so, what it was. Students trace
the origins of foundational theories, analyze the rhetoric of scientific War has long played a central role in the human experience and in (Homer), two of the greatest philosophers ever to put pen to paper
debates, and even recreate crucial experiments to understand better scholarship of history. Indeed, it might be said that the first “scientific (Plato and Aristotle), and other texts from the ancient world. We will HUM 2313
contemporary debates about the Scientific Revolution. historian” was the Athenian historian Thucydides, author of the History examine the question “How should we live our lives?” with a particular CULTURE: THE IMAGE OF THE ARTIST
of the Peloponnesian War. If war no longer takes pride of place in focus on the themes of fate and virtue. We will discover why every
most university history departments, it nonetheless remains a vital generation before ours has struggled with these authors, and develop Are artists creative geniuses? Craftspeople? Inventors? Outsiders?
To what extent is art about self-expression? In this class, we will
HUM 2208 and lively source of scholarly debates. In this course, we engage with our own relationship to their ideas.
investigate the shifting nature of artistic personas from the middle
SCHOLARSHIP: ETHICS these debates, examining the variety of ways in which historians think
ages to today by analyzing artists’ portraits, biographies, patronage
about war, conflict and militaries. We touch not only on the domain of
About morality, Socrates said: “We are discussing no small matter, traditional military historians (those who study actual war, strategy and HUM 2303 contracts and instructional manuals. This course will include a number
but how we ought to live.” In this course, we will examine historical tactics), but also those who set war in a broader social context, and CULTURE: PASSING (GENDER, RACE, CLASS, RELIGION) of practical projects that will help you to experience how art-making
and current readings centered around three major debates in ethics: those who seek to understand war, conflict and violence through the practices can shape identity. These will include: copying and using
consequentialist vs deontological approaches to deciding whether an “Passing” typically refers to a social strategy through which members model books, fresco painting, the creation of perspective machines,
lenses of memory and culture. of a subculture or a minority assume the guise, habits or traits of
action is right or wrong (do you decide by examining the consequences using found objects, and automatism. No artistic skill required.
of your action or by relying on a set of moral principles?); the meta- members of a dominant social group. In this course, we will consider
literary and non-literary examples of sexual, ethnic and class-related
ethical debate on whether moral value is relative (are morals “just” a HUM 2215
product of culture, or is there some way that morals might be universal SCHOLARSHIP: THE PHILOSOPHY OF RELIGION
passing. After studying several famous examples of passing in the early HUM 2314
and/or objective?); and the question of how to best set up a just society modern period (e.g., transvestitism in Shakespearian drama; the case CULTURE: IDENTITIES
(are morals on the societal level best understood in terms of rights Philosophy of Religion is a rich and storied combination of two of the “Lieutenant Nun”), we will consider more modern manifestations
important scholarship domains, Philosophy and Religion. Philosophers of the phenomenon, not only in documentary works (Paris Is Burning; Who are you? Why do you think that’s who you are? Who do others
or in terms of fair distribution of resources?). Students will have the think you are? Why? Our identities are in large part the result of
chance to think about larger philosophical questions, but also to think (often as theologians) and religious scholars (often as philosophers) Black Like Me), but also in fiction and theater (Passing; The Great
have rigorously argued its central questions: What is religion? Does Gatsby; Six Degrees of Separation). “Passing” is not a course about stories — stories we tell ourselves, stories others tell about us, and
about current ethical issues. We will tie the moral theories we read to the interaction of the two. All of this takes place in social and political
current-day events, for example, ethical issues arising in the context of God(s) exist? What is the nature of God? Are there arguments for God’s strategies for getting ahead; it’s about the (in)stability of our identity
existence? What is the Problem of Evil? What are the roles of faith and categories. Part of the course will involve reflection on what it means to contexts of which we may be partly or even wholly unaware. This raises
politics, medicine, education, civic responsibility, the environment, war the possibility that we don’t actually know who we are. This course is an
and technology. Throughout, we will work to sharpen reasoning and reason? Is God necessary for meaning and morality? In the modern pass for who you are.
world, has the success of science explaining so much of our world (and examination of some of the questions which stem from this, and some
argumentation skills and more generally to develop an understanding of of the answers suggested by a variety of twentieth century Western
what it means to inquire philosophically. universe) displaced religion, whether traditional or new variants? In
this course, students develop scholarship skills through examining and HUM 2304 authors. Our focus will be on exploration, rather than conclusion. There
participating in responses to these questions. CULTURE: FEMINISM are better and worse approaches to, and interpretations of, both texts at
hand and the contexts in which they were created, and we shall look at
HUM 2211 In this course, we look at the “F-word”—Feminism. What is the some of the reasons why this is the case. The course is divided into two
SCHOLARSHIP: CULTURAL STUDIES meaning and practice of feminism? What has feminism produced, and
HUM 2216 do we still need feminism or are we in a post-feminist era? Drawing
parts: the first looks at questions of individual identity, and the second
A preeminent scholar in Cultural Studies, Stuart Hall, stated that the SCHOLARSHIP: FREEDOM, HAPPINESS AND THE SELF: on interdisciplinary approaches in Cultural Studies, this course will
looks at some of the social and political forces which influence who we
field lies at “the dirty crossroads where popular culture intersects with ADAM SMITH AND JEAN-JACQUES ROUSSEAU examine feminism as theory and practice. We begin by looking at the
are and the choices we might make about who we want to be.
the high arts, that place where power cuts across knowledge, where
cultural processes anticipate social change.” An interdisciplinary field Jean-Jacques Rousseau was the first great critic of modern debates that framed feminism as a social movement from the early 20th
from its founding, Cultural Studies examines forces that shape peoples’ commercial society. We are, he said, naturally good, free and happy, century. We continue the ways in which feminist movement critically HUM 2317
lived realities. This course will trace several works in Cultural Studies but modern society plunges us into deception and self-deception, intervenes in analyses of institutions, policy and everyday culture. We CULTURE: (E)UTOPIA & HIGHER LEARNING
that span continents and times, to consider the field’s methodologies manipulation, lack of freedom and misery. Adam Smith is the great will conclude the course with considerations of contemporary debates
celebrator of modern commercial society. He attempts to show how concerning feminism’s relevance through recent transnational feminist Using the methods of philosophical genealogy and the philosophy of
and theoretical frames. We will read several monographs and make culture, we will trace the threads of previous higher learning (e)utopias
ourselves familiar with grounding theories that span studies of jazz we can be both free and happy. But he was not a naïve advocate. He theory and practice. This course will introduce students to analyses
was aware of Rousseau’s charges and devoted much of his work to of identity (gender, race, class, sexuality, ability and nation) that are (actualized utopias) that are woven into the fabric of Quest University.
music to contemporary practices of incarceration. Authors that we will We will trace (e)utopian higher learning from its roots at Antioch
examine include Raymond Williams, Paul Gilroy, Homi Bhabha, Frantz responding to them. In the process, both ventured into discussion of the situated in cultural theory and offer practice in employing theoretical
nature of the self, the structure of society and the nature of commerce. approaches to examining our identities, lives and the ways in which we College and Berea College, through Black Mountain College and
Fanon, Mimi Thi Nguyen, Lisa Cacho and Glen Coultard. Johnston College, to Quest today, and then discuss what can be learned
They argue over the role of reason and emotion in a good human life. shape our community and world.
They discuss many of the issues of modern politics: social inequality, for Quest’s future.
HUM 2213 freedom, democratic accountability, and the relationship of the state
SCHOLARSHIP: POSTHUMANISM AND THE RACE FOR to the market. The hope of this course is that we can learn a great HUM 2311
CULTURE: PHOTOGRAPHY AND CAMERA HUM 2318
UTOPIA deal about the possibility of social equality, freedom, authenticity and
CULTURE: CAPITALISM
happiness in our own commercial society from examining the scholarly We take more photos in two days’ time than were ever taken in the
The Western tradition has often grappled with the boundaries of the clash of thought between a classic Romantic figure and a classic This class takes as its starting point the idea that capitalism is not
human. Moreover, definitions of the human change. This seminar 1800s. Our appetite for images seems unlikely to decrease. But this
Enlightenment one. was not always the case. This course will chart how our love for and merely an economic or historical phenomenon but is deeply ideological
looks at how scholars have approached the question of the human and at its core and is thus inherently embedded in culture. In this sense,
provides students with critical tools for the interrogation of the very field contempt of the photograph has played itself out since the time of
Louis Daguerre, primarily in Western cultures. In this course, we will capitalism constitutes a semi-compulsory set of cultural ideals and
in which such questions tend to situate themselves: the “Humanities.” HUM 2301 comment on photographic images from the 1820s to the present. structures to which we always already belong. During the Block, we
We will assess the invention of the human in the Western tradition CULTURE: CITIES, MAKERS OF MODERNITY Through a study of the ways in which photographic images are used, will examine foundational theories of capitalism, including Marx,
by turning to conceptual tools in critical race, gender and ideological Weber, Adorno and other theorists of the Frankfurt School. As the
theory. Studying these tools will aid us in questioning systems of In the eighteenth and nineteenth centuries, a curious thing happened: discussed and manipulated in treatises, the popular press and in
an age-old balance between large agrarian populations and small literary works, we will examine the cultural suppositions that underpin course progresses, we will explore more contemporary interpretive
knowledge and power that privilege some humans while excluding (the) frameworks for understanding the pervasive intertwining of capitalism
others. To this end, this seminar will explore scholarship that critiques urban centres began to shift dramatically in favour of urban centres. photographic practice. While we will be learning something about
Cities grew rapidly; this growth transformed the cultures of the cities photographic technique, the main goal of the course is to understand and culture.
humanism as inseparable from colonialism and its “civilizing” drive
– places like Paris, London and Vienna – but it also helped create how we can talk about photographs, and how photography functions
within society.
9 / Course Catalogue Course Catalogue / 10
HUM 2319 HUM 2321 HUM 3013 HUM 3019
CULTURE: DISABILITY ARTS CULTURE: PLAY AND PERFORMANCE ANALYSIS; OR POETRY NOVELS: MODERNISM
This foundation culture course asks students to engage with a
HOW TO WATCH PLAYS English-language poetry is one of the glories of our common heritage. The course pairs Rainer Maria Rilke’s only novel, The Notebooks of
range of artists who challenge and reframe perceptions of disability. This course focuses on the cultural practice of theatre—and more In this course, students learn about the essential building Blocks of Malte Laurids Briggge, with Proust’s masterpiece, Remembrance of
Through collaborative and arts-based modalities, the course provides specifically, the practices of interpreting dramatic literature and live poetic language, such as the types of metaphor, the uses of imagery, Things Past. In the early 20th century, these authors turned away from
opportunities for students to appreciate, experience and critically performance, and their relationship to each other. For example, is a English accentuation and meter, and stanza form. We read, recite, traditional novelistic techniques as they tried to render the modernist
engage with the work of these artists as they examine the social and live performance a representation of a written script—or vice versa? memorize and compose poems to comprehend and interpret them. shift in human consciousness toward intense, individual, poetic inner
cultural contexts and implications of these offerings. Students will Methods of interpreting and engaging with other kinds of literature may Each student picks one poet of his/her choice to concentrate on for a states. The result was both ground-breaking and enduring, changing
explore how lived experiences of difference are being explored by not prove helpful when confronting drama, and our naturalized habits of class presentation and paper. Although this class assumes no prior our expectations for the genre of the novel, and opening up questions of
disabled arts, dance and performance practitioners; the line between viewing performance may lead to misinterpretation or confusion when knowledge, it moves quickly with the objective of giving students the time, memory, childhood, selfhood, and the relation of art to life.
art and advocacy; and how, in these times of social/ecological crises, we try to watch something from another time or place. This course tools to become self-assured readers.
relationships to disability are being redefined through artistic response. equips students with a set of tools, skills and vocabulary to analyze
This course will investigate how these artists are actively responding to plays and performances. We will study plays and performances from HUM 3020
and re-shaping culture. different eras and areas, emphasizing different ways of interpreting HUM 3014 TONI MORRISON: GENDER RACE STORYTELLING
drama and theatre. We will use each different play to explore various ZARATHUSTRA: THE ART AND POLITICS OF THE Hailed as one of the most important contemporary novelists and the
Course Fee: $10/ per student OVERMAN
ways of reading, analyzing and critiquing plays, always resisting the idea first Nobel laureate as an African American Women, Toni Morrison
that there is a “right” way to analyze a play or a “correct” interpretation Part philosophical treatise, part narrative poem, part symbolist novel, writes with elegance, persuasion, compassion, and love that grip our
HUM 2320 of a work of art, and challenging the impulse behind the question, and part verbal music, Friedrich Nietzsche’s Thus Spoke Zarathustra is heart. The themes and visions in her work are epic, yet her sentences
CULTURE: THEATRE OF CRIME & HORROR “What does it mean?” one of the most scintillating, outrageous, influential and misunderstood and words are gritty and fragile. To encounter her storytelling is to
books of the 19th Century. In this class, we shall explore the entire ultimately embrace the listener’s own identity in the human world.
This course focuses on cultural practices surrounding the creation,
work, discussing and analyzing the meanings and implications of such
consumption and regulation of representations of violence, crime This Humanities concentration course centres on close-reading
concepts as the Overman (or, as commonly translated, Superman),
and horror. We will ask, why do people seek—and also seek to of Morrison’s major novels such as The Bluese Eye, Sula, Song
amor fati, Eternal Recurrence, and the Will to Power. We will then place
suppress—theatrical and cinematic representations of horrible acts? of Solomon, Jazz, Beloved and etc., and explores three important
these and the book itself into a larger intellectual, artistic and political
If such practices are harmful, why do we enjoy them? Where do theoretical questions: What is women’s writing? Why do we care
context with interpretations and responses drawn from philosophy,
different culturally and historically situated communities draw the line about race? How does storytelling relate to narratology? There will
music, literature and film. Besides Thus Spoke Zarathustra, readings
distinguishing what is inappropriate for public performance? And, what be research projects of literary and cultural criticism, as well as
will include additional works by such creators as H.G. Wells, Richard
are the most effective tactics for staging horrific acts and events—and creative projects to reflect on our own relationship to gender, race and
Strauss, Gustav Mahler, Alfred Hitchcock and others.
what “effects” are thus achieved? storytelling. This course especially welcomes avid readers and thinkers
who cherish words in beautiful yet difficult novels that enchant us in
HUM 3015 challenging ways.
SHAKESPEARE: THEATRE AND PERFORMANCE
CONCENTRATION HUMANITIES This field course takes up the interpretation of Shakespearean HUM 3022
drama. We spend two weeks on campus in intensive preparation INTRODUCTION TO FRENCH LITERATURE: LAUGHTER
of five Shakespeare plays; for the third week, we then travel to
Prerequisite: Sufficient language skills, as demonstrated in placement
HUM 3009 HUM 3011 the Shakespeare Festival Theater in Ashland, Oregon to see them
exam or in discussion with Tutor.
DON QUIXOTE, LITERARY THEORY, AND THE PRACTICE DO-NOTHINGS: LOSERS IN LITERATURE performed live: Henry IV, Part 1; Henry IV, Part 2; The Merry Wives of
Windsor; Julius Caesar; and a contemporary adaptation of Measure This course provides a historical perspective on French literature
OF LITERATURE Prerequisite: Any Foundation Humanities course or Tutor permission. for Measure. We go backstage, talk to designers and actors and do an through the study of a particular trait: laughter. While not every text
Prerequisite: Any Foundation Humanities course or Tutor permission. improv workshop. Students develop their own interpretations: What are studied in the course will be easily classified as comedic, each work
This course examines the lazy, the exhausted, the enervated, as
This course consists of a close reading in translation of Don Quixote, well as those who, like Melville’s scrivener Bartleby, “prefer not to.” the most important themes of a play? If you were a director, how would will inform our understanding of laughter and its cultural functioning.
in conjunction with a variety of critical responses to Cervantes’s Working under the assumption that laziness is a particularly modern you stage it? How do you evaluate a live performance? For fun, we also Although this course is not a comprehensive survey of French literature,
masterpiece. While our main goal will be an appreciation of the phenomenon, we begin our study with works like Keats’ “Ode to attend contemporary performances as well, including Shakespeare in the chronological structure will help students to appreciate the
historical and social context in which Don Quixote first appeared, we Indolence,” as well as descriptions of the indolence of the Spanish Love. evolution of the French language and of writing styles, the importance
will also examine different critical approaches to the novel as a whole (Larra’s “Come Back Tomorrow”). We then move on to do-nothing of historical and social context in reading literature, and the influence of
A $950 fee covers all food, lodging, tickets, and transportation. (N.B.:
(by critics such as Lukás, Auerbach, Bahktin and Foucault), and to clerks and government officials (such as Bartleby, or the nameless classic French works on modern literary production. As an introductory-
the fee may vary depending on Quest’s as yet unannounced budget for
Cervantes’s work in particular. Finally, we will see how other authors protagonist of Dostoyevsky’s Notes from the Underground), before level literature course conducted in French, the course will also include
field trips.) You will not be considered fully registered until you have paid
(e.g., Jorge Luis Borges) have used the literary tools that Cervantes has considering the idle heroes of Huysman or Goncharov (Against lessons on the advanced vocabulary and grammar necessary for the
the non-refundable deposit. If you fail to deposit, you will be dropped
provided them. All readings and discussions will be in English. Students Nature; Oblomov), as well as James’s scared bachelor (“The Beast comprehension and discussion of each work.
from the class one week from the time you register on self-serve.
who are already advanced speakers of Spanish and would like to fulfill in the Jungle”). After a detour through Walter Mitty’s brain and a
the Foundation language requirement may do so by taking this course visit to Vladimir and Estragon (Waiting for Godot), we look at some
HUM 3023
and completing written assignments in Spanish. contemporary representatives of the do-nothing, by the likes of HUM 3016 BIRTH OF THE READER
Ben Lerner, Adam Wilson and Upamanyu Chatterjee. Unlike the NOVELS: REALISM
protagonists of the texts we will be reading, students in this seminar do What does it mean to read? Beyond the everyday activity of recognizing
HUM 3010 The novel is the modern genre par excellence, taking up the
a considerable amount of work. letters and sounds, reading is an act of ascribing meaning to symbols.
WOMEN’S VOICES representation of social milieu and private life. In this course, we
While these acts of interpretation may go generally unnoticed, our
read three masters of Realism, a term that describes fiction about
Through selections from medieval through contemporary literature approaches to reading literary works quickly become complicated
HUM 3012 characters, places and events that readers would think could actually
written by women, we will consider the question of whether there is as we encounter and try to account for claims about individual taste,
SHORT LATIN AMERICAN FICTION exist without any phony heroism or romanticizing. Balzac’s Old Goriot,
a distinctly female authorial voice and how women’s literature might emotions and reactions. How do we talk about literature or validate
Flaubert’s Madame Bovary, and Tolstoy’s novellas (The Death of Ivan
differently consider or express the human condition. Historical and Prerequisite: Any Foundation Humanities course or Tutor permission. our understanding of it on the unstable ground of a reader’s personal
Ilych, Master and Man, and Hadji Murat) are all timeless classics that
theoretical readings will provide additional context for understanding response? What determines our criteria for “good,” as applied both to
In this course, we will study Latin American short fiction, considering every student of literature should know. Balzac’s brilliant description of
women’s roles across time and cultures. Readings may include literature and interpretations? The development of reader-response
both condensed (the micro-story of Augusto Monterroso) and more the human passions and dark Parisian corners served as the standard
works by Aphra Behn, Madame de Lafayette, Jane Austen, Simone de criticism has provided one avenue for addressing some of these
expansive (novellas by figures such as Isabel Allende) fiction. Along for a century of writers to follow. Flaubert’s stylistic masterpiece
Beauvoir, Virginia Woolf, Mariama Ba, Isabelle Allende and Margaret questions, and the growing field of affect theory may also inform our
the way, we will also discuss how Latin American narrative plays with changed forever the way authors think of prose composition, still
Atwood. thinking. In conjunction with the study of theoretical texts (by Fish,
time and space (in works by Jorge Luis Borges and Julio Cortázar), inspiring admiration today. Tolstoy’s ability to bring characters to life
Gadamer, Holland, and Iser, among others), this course will engage
constructs identities and imagines politics (Rosario Castellanos, Juan has never been matched. We explore in detail how these authors create
in the question of reading through two principal paths, historical and
Rulfo, and Roberto Bolaño), and dabbles in the fantastic (Horacio gripping moral tales and realistic imitations of life.
literary. We will consider how the production and distribution of books
Quiroga and Gabriel García Márquez). has influenced reading practices, from the medieval scriptorium to the
All fiction will be read in English. Students whose Spanish is Internet, and we will analyze “scenes of reading” that appear in literary
advanced enough can take this course for language credit; please texts for the clues that fiction itself can furnish to inform our method.
speak with the Tutor.
11 / Course Catalogue Course Catalogue / 12HUM 3024 HUM 3107 HUM 3114 HUM 3120
ON THE BEAUTY OF WOMEN CHIVALRY AND FEUDALISM SCIENCE, EXPLORATION, AND EMPIRE ISLAM AND MUSLIMS IN CHINA
What makes a woman “beautiful”? How are beauty ideals defined and Prerequisite: Foundation Humanities Texts course or Culture course Prerequisite: Any Foundation Scholarship course. An introduction to 1,200 years of Muslim life in what is now the People’s
circulated within a culture? How do artistic and literary evocations Republic of China. Beginning with an overview of Islam, a world
In popular culture, medieval Europe is understood in two almost European science grew up alongside European empires. This course
of beautiful women project and shape broader cultural values about religion, and its eastward transmission, we will create narratives of
diametrically opposed ways. On the one hand, it is imagined as a time investigates European exploration and expansion from the sixteenth
gender? This course uses the cultural environment of Renaissance the formation of culturally Chinese Muslim communities (“Hui”). For
in which courtly knights risked their lives on behalf of noble ladies; on through the early nineteenth centuries from the perspective of the
Italy, particularly within the city of Florence, as a vehicle for exploring comparison, we will examine parts of Islamic Central Asia incorporated
the other hand, “medieval” is used as a shorthand for cruelty, brutality, history of science. In it, students investigate the entanglement of
big questions about the aesthetics of femininity and the cultivation of into the Qing empire (1636-1912) and thus included in modern China.
and the abuse of the weak by the strong. Both views are simplistic, but scientific discovery with imperial projects. We consider topics such
feminine virtues. Our primary focus will be the study of representations The course focuses on interpretive complexities in the histories and
both are also rooted in aspects of genuine medieval life. In this course, as confrontations between ancient traditions and new discoveries,
of women by great artists like Sandro Botticelli and Leonardo da positions of Muslims in China down to the present day. Students will
we consider both the chivalric society imagined by courtly literature and European attempts to assimilate non-European natural knowledge,
Vinci, which we will discuss in relation to several important literary research and analyze primary and secondary sources for their essays.
the feudal society desired by medieval lords, along with the relationship and the recruitment of science as a tool of the imperial state. Case
trends of the Renaissance including etiquette and conduct guides,
between the two. We investigate topics such as the relationship between studies of the writing and experiences of the Spanish missionary José
neo-Petrarchan poetry, neo-Platonic texts, and erotic literature.
fictional portrayals of knighthood and the self-images of genuine de Acosta, the German painter Maria Sibylla Merian, and the English HUM 3206
Topics will include theories of the gaze, the symbolic functions of
knights, clerical and monastic attempts to use ideology to curb feudal gentleman Joseph Banks provide a lens for discussion of the broad ANCIENT PHILOSOPHY
fashion, cosmetics and feminine adornment, rituals of marriage and
violence, and the influence of such elite discourses on the peasantry. themes of the class. Students will also choose their own case study to
motherhood, and the classicizing nude. Prerequisite: Any Foundation Humanities course
We read both medieval texts such as Chrètien de Troyes’ Cliges and research throughout the course.
Geoffroi de Charny’s Book of Chivalry and modern scholarship such as Ancient philosophy is framed by three principal questions: how do we
HUM 3025 Stephen Jaeger’s “Courtliness and Social Change.” know? (analytics); what is there? (metaphysics); and how should we act?
HUM 3115
FRAGMENTS OF INFINITY: THE SCOPE OF THE SHORT SLAVERY, DEMOCRACY, AND CAPITALISM
(ethics). In this course, we learn how three great figures of the classical
STORY IN ENGLISH HUM 3110
period, who are also acknowledged as the greatest philosophers of
Prerequisite: Any Foundation Culture course all time, addressed these questions: Socrates (469-399 BCE), Plato
Short stories range from basic genre pieces to complex description- THE GREAT WAR (427-347 BCE), and Aristotle (384-322 BCE). These thinkers decisively
defying exercises in literary virtuosity; from single-sentence mini- The origins of modern democracy and global capitalism are deeply tied
A century ago, a war that contemporaries almost immediately dubbed influenced our intellectual tradition, and it is impossible to speak of
dramas to book-length explorations of multiple aspects of being to the institution of slavery. Slave-produced sugar and cotton provided
the “Great War” roared across Europe and the world. The war—arguably Western civilization or Western thought without reference to them. They
human; from comedic sketches to the darkest of tragedies. In this crucial raw material for the mills of early industrial economies, and it
the first total war—marked the defining moment of the twentieth asked all the important questions and they each gave us arguments and
course, we shall explore some of the many ways authors have chosen was quite possible to champion universal freedoms while profiting from
century. Tens of millions of men were mobilized to fight in the bloodiest answers that have stood the test of time. They shaped the fundamental
to compress their emotions, thoughts and ideas into brief fictional the labour of slaves or owning slaves oneself. This course examines
conflict the world had seen; millions of those died, were wounded, categories and conceptual language that we use to understand the
works. Readings will be drawn from the enormous range of short the connections among slavery, democracy and capitalism in the
or taken prisoners; untold numbers suffered lasting physical and world around us. We investigate a range of topics including the nature
stories written originally in English by writers from around the world, Atlantic world from the early seventeenth through the mid-nineteenth
psychic traumas. Great swathes of land in France and Belgium were of the soul and its relation to the body, the acquisition of knowledge and
reinforced where necessary by theoretical considerations of the essence century. Students will engage in a series of projects that take expanding
laid waste. Images of the conflict—the lunar landscape of No Man’s wisdom, causal explanation in natural science, and what it means to
and impact of the short story form. perspectives on the slave system. We begin with the experiences
Land, seemingly endless tangled coils of rusting barbed wire, spectral live the good life.
of slaves themselves and the structure of slaveholding societies.
figures of goggle-eyed soldiers in gasmasks, and muddy, rat-infested
We continue by examining the relationship between slavery and the
HUM 3101 trenches—haunted the memories of those who had lived through it. But
emergence of democracy through the lens of developing notions HUM 3207
HISTORY, HISTORIANS, AND HISTORIOGRAPHY the war affected not just those who engaged in battle, but also those
of rights and citizenship. Finally, we conclude by investigating the LOGIC & METALOGIC
who stayed at home: women, children, the old and the infirm. In this
What is history? What do historians do? In this course, we critically importance of slavery to the emerging system of global capitalism.
history course, we will examine the Great War, not just through a study Prerequisite: Any Mathematics course
examine history itself: what it is and why historians do it. We seek to of military operations, but also through an examination of the social,
understand the assumptions historians make about the limits of our artistic, literary and political responses to the conflict. This is not a typical class in formal logic or informal argumentation. It
HUM 3117 is more like a cross between Spherical Trigonometry (high-powered
knowledge of the past. Topics include analyzing the questions historians
ETHNOGRAPHY OF SQUAMISH CULTURE mathematics) and Phenomenology (high-powered philosophy). The
ask, investigating the sources they use, and examining the ways in
which historians borrow from, and contribute to, other disciplines. HUM 3111 Ethnography of Squamish will consider dilemmas, practices and paper we are going to study is one of the most important and influential
Students also consider a broad range of historical schools, beginning WAR, FILM, AND HISTORY implications of ethnographies of the unceded Coast Salish territories, that has ever been written: `On Computable Numbers, with an
with Herodotus and working through Rankean empiricism, Marxism, both historically and in the contemporary moment. Reading several Application to the Entscheidungsproblem,’ by Alan Turing (1936).
Film has a powerful effect on the way we understand history, and
the Annalistes, microhistory, cultural history, and others. works by scholars that have shaped—negatively and less so—the
particularly the history of war. In this course, we study a selection of This 36-page paper proves something very interesting and important.
perceptions and experiences of the people and their land, we will
films that deal directly or indirectly with war. We explore the relationship We usually think we have made progress in solving mathematical
contemplate the roles of ethnography and the academic in struggles
between the past and its representation in film. Our goal is to set these or logical problems when we come up with a method (or algorithm).
HUM 3102 and studies. As such, the goal of the course is to provide space for
films in their contemporaneous context, examine them as (problematic) When you were young, you learnt a method to subtract one number
COLONIALISM, RACE, AND IDENTITY students to be cognizant of their inheritance from past academic work,
historical works in their own right and compare them to conventional from another. Later, you learnt a method to solve for the unknown in
In 1500, European states controlled roughly seven percent of the reflect on the impacts of academic research and to shape ethical
historical approaches. Films we study may include Sergei Eisenstein’s a quadratic equation. But what Turing shows is that there is a large
world’s land; by 1914, the figure was closer to 85 percent. In this history practices in contemporary research.
Alexander Nevsky; Jean Renoir’s Grande Illusion; John Cromwell’s class of mathematical and logical problems that cannot be solved
course, we investigate this staggering transformation and examine Since You Went Away; Louis Malle’s Au Revoir les Enfants; Terrence algorithmically. By this, we mean not merely that we do not know what
its consequences for colonizer and colonized alike. We investigate the Malick’s The Thin Red Line; Gilles Pontecorvo’s The Battle of Algiers; the method is, but that no method will ever be found!
HUM 3118
interaction between colonizer and colonized, study the collision between and Francis Ford Coppola’s Apocalypse Now. SITES OF HISTORY: FRANCE This result has profoundly changed our understanding of logic,
the lofty principles espoused by colonizers and the actual practice of
This course, taught in France, explores the trials, tribulations, and mathematics and computation. It means there is no universal method
colonialism, and examine the ways in which the historical experience of
for classifying a theorem of first-order logic as being either true or
colonialism transformed the lives of people in both the colonies and in HUM 3112 triumphs of modern France from 1870 (the outbreak of the Franco-
false (though there is always an answer). It also means that a computer
the metropoles. Along the way, we delve into topics including scientific SITES OF HISTORY: MODERN FRANCE Prussian War) to the end of the twentieth century. What better way to
understand the bohemian life of the Belle Époque than to walk up to cannot write down the vast majority of numbers, even given infinite
racism, the development of the concept of the “civilizing mission,” and
Taught in France, this course explores the trials, tribulations and resources and infinite time.
the rise of self-conscious nationalisms in the colonized world. the top of the Butte Montmartre? What better way to understand the
triumphs of modern France from 1870 (the outbreak of the Franco-
impact of urban transit than to experience the Paris Métropolitain in all
Prussian War) to the end of the twentieth century. What better way to
its crowded glory? What better way to understand the crisis of the Great
HUM 3105 understand the bohemian life of the Belle Époque than to walk up to HUM 3208
War than to journey to the fortress city and ossuary of Verdun? What
TOPICS IN MODERN EUROPEAN HISTORY the top of the Butte Montmartre? What better way to understand the MODERN PHILOSOPHY
better way to understand the centrality of art and culture to the French
impact of urban transit than to experience the Paris Métropolitain in all Modern Philosophy is not a common set of views or interests,
In this course, students examine decisive moments in modern than to take in the museums of Paris? Participants in this course
its crowded glory? What better way to understand the crisis of the Great but an approach to philosophical questions characterised by the
European history. The course provides students with the opportunity to will learn about—and experience—the history and culture of modern
War than to journey to the fortress city and ossuary of Verdun? What development of powerful logical techniques to achieve definite answers.
use primary and secondary sources to come to a deeper understanding France.
better way to understand the centrality of art and culture to the French It emphasises precision and thoroughness about narrow topics as
of the important themes of the modern world. Topics will vary, but may than to take in the museums of Paris? Participants in this course opposed to vague discussions about broad topics, and in the last
include the Scientific Revolution and the Enlightenment, the Industrial will learn about—and experience—the history and culture of modern century has become the dominant force within Western philosophy.
Revolution and development of capitalist and industrial economies, the France. In this course, we will explore select problems in metaphysics,
rise of powerful states, and the development of liberalism, nationalism,
epistemology, philosophy of mind, philosophy of language, or philosophy
romanticism and socialism.
of science, in the analytic tradition.
13 / Course Catalogue Course Catalogue / 14You can also read
